Drawing on the Teaching for Transfer (TFT) writing curriculum, this study documents how students in writing courses at four different institutions transferred writing knowledge and practice concurrently into other sites of writing, including other courses, co-curriculars, and workplaces. This research demonstrates that when students, supported by the TFT curriculum, understood that appropriatetransfer of writing knowledge and practice is both possible and desirable, (1) they engaged in writing transfer during the TFT course into other sites of writing; (2) they transferred from in-school contexts into out-of-school contexts with facility; and (3) in both cases, they engaged in a just-in-time transfer.